Made available in DSpace on 2016-12-08T16:35:07Z (GMT). No. of bitstreams: 1 118693.pdf: 1239984 bytes, checksum: c06f437f15d3c1bbc60cfd667509ed20 (MD5) Previous issue date: 2014-06-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims at understanding the movement of ideas about the pedagogical renewal of the Brazilian Secondary Education between 1956 and 1961. It is based on three different scientific journals: the Brazilian Magazine of Pedagogical Studies, published by the National Institute of Pedagogical Studies; the newsletter of the Brazilian Center for Educational Researches, Education and Social Science; and the Secondary School Magazine, developed by the Campaign of Improvement and Diffusion of the Secondary Education. At first, we investigated the ideas that used to circulate in the three scientific journals concerning the pedagogical renewal of the Brazilian secondary education in order to identify the proposals on the pedagogical renewal for this teaching level from the movement of ideas that the editors used to publish. We also compared the different foreign experiences published by the journals, approximating them and distinguishing them from the Brazilian Secondary Education. This teaching level was characterized, in the researched period, by the private perspective from the catholic conservatives and by the authoritarian and nationalized viewpoint of the Organic Law of the Secondary Education, enacted in 1942. In this sense, the intellectuals on education, who supported the public school and prioritized the pedagogical renewal in the secondary education, used to polemize, in the articles, the discussions related to the Lei de Diretrizes e Bases da Educação Nacional (LDB) the law that regulates education in Brazil passed in 1961. This law designed the elementary and secondary education and played an import role on the solution of the antagonism between the defenders of public school and the defenders of the private education. This research is set in the History of Education field and Cultural History field and it uses the analysis of documents. Moreover, it is based on the studies carried out by Pierre Bourdieu about the field concept and on the studies of Roger Chartier about the nations of production, circulation and appropriation. The analysis of the empirical corpus allowed us to check the considerations, observations and reflections concerning the problems and impasses that the Brazilian secondary education experiences, mainly due to the disordered expansion of the popular and medium classes. The three organs responsible for the journals were connected to MEC, in partnership with UNESCO, showing the same interest in modernizing the Brazilian education, changing it into a scientific and technical education. The authors were concerned with the role of the secondary education in the life of the Brazilian young people, who enrolled in this program in order to ascend socially and to adjust themselves to the demands of the society that, at that time, was getting industrialized and developing economically. The education should be, according to the authors point of view, geared toward the practical life, it should be active and creative as well. Besides, it should consider students skills, possibilities and limitations. These principles were considered part of the escolanovista (new school) and were applied to the rehearsal of new pedagogical practices of the Experimental Secondary Classes. / Esta pesquisa tem por objetivo compreender a circulação de ideias sobre a renovação pedagógica do ensino secundário brasileiro, entre os anos de 1956 a 1961, em três periódicos científicos: na Revista Brasileira de Estudos Pedagógicos, publicação do Instituto Nacional de Estudos Pedagógicos; no boletim do Centro Brasileiro de Pesquisas Educacionais, Educação e Ciências Sociais; e na revista Escola Secundária, criada pela Campanha de Aperfeiçoamento e Difusão do Ensino Secundário. Realiza-se, nos três periódicos científicos, a leitura das ideias que circulavam sobre a renovação pedagógica do ensino secundário brasileiro, buscando diagnosticar e identificar as propostas de renovação pedagógica para este nível de ensino, a partir da circulação de ideias que os editores divulgavam, além de cotejar as diferentes experiências estrangeiras publicadas nos periódicos, aproximando-as e diferenciando-as do ensino secundário brasileiro. Este nível de ensino estava marcado, no período pesquisado, pela perspectiva privatista dos conservadores católicos e pela ótica autoritária e nacionalizada da Lei Orgânica do Ensino Secundário, decretada em 1942. Para tanto, os intelectuais da educação que defendiam a escola pública e primavam pela renovação pedagógica no ensino secundário, polemizavam, nos artigos, as discussões sobre a Lei de Diretrizes e Bases da Educação Nacional, aprovada em 1961, que estruturou o ensino primário e médio e exerceu papel de solução do antagonismo entre os defensores da escola pública e os do ensino particular. A pesquisa se insere no campo da História da Educação e da História Cultural, utiliza-se da análise documental e ampara-se nos estudos de Pierre Bourdieu acerca do conceito de campo e de Roger Chartier sobre as noções de produção, circulação e apropriação. A análise do corpus empírico permitiu verificar as considerações, observações e reflexões acerca dos problemas e dos impasses que o ensino secundário brasileiro vivenciava em virtude, principalmente, da expansão desordenada às classes populares e médias. Os três órgãos responsáveis pelos periódicos eram vinculados ao MEC, em parceria com a UNESCO, e manifestavam o mesmo interesse em modernizar a educação brasileira, tornando-a científica e técnica. Os autores se preocupavam com o papel do ensino secundário na vida dos jovens brasileiros que o procuravam para ascender socialmente e ajustarem-se as exigências da sociedade que se industrializava e se desenvolvia economicamente. O ensino deveria ser, na visão dos autores, voltado para a vida prática, ser ativo e criativo, considerar as aptidões, possibilidades e limitações dos alunos, princípios estes de cunho escolanovista e aplicados no ensaio de práticas pedagógicas renovadoras das Classes Secundárias Experimentais.

Submitted by Priscilla Araujo (priscilla@ibict.br) on 2015-11-25T16:53:33Z No. of bitstreams: 2 license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5) tese Sabrina Damasceno versão aprovada.pdf: 3144271 bytes, checksum: 8d12bd0ab2aa844530f44a204bd72510 (MD5) / Made available in DSpace on 2015-11-25T16:53:33Z (GMT). No. of bitstreams: 2 license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5) tese Sabrina Damasceno versão aprovada.pdf: 3144271 bytes, checksum: 8d12bd0ab2aa844530f44a204bd72510 (MD5) Previous issue date: 2015-02-24 / Abordagem às singularidades curatoriais nos museus de história natural, a partir da consideração de que o conceito de curadoria possui significados variáveis em diferentes áreas do conhecimento e espaços de preservação da memória. Há, contudo, um ponto de convergência, especificamente nas instituições museológicas, que se encontraria presente em meio a essa diversidade: uma figura decisória (o especialista), possuidora de expertise. Os espaços museológicos de história natural possuem sua origem nos denominados “gabinetes de curiosidades” relacionados à tradição enciclopedista que delineou uma de suas principais singularidades: a busca por uma representação da totalidade por meio de sua materialidade. Uma das especificidades dos museus de história natural repousa no papel essencial de ensejar a compreensão das “formações discursivas” advindas de interpretações da ciência moderna acerca da natureza e dos artefatos oriundos dos diversos grupos sociais humanos através do tempo. A curadoria no interior dos museus de história natural determina a formação, gestão e comunicação pública da ciência por meio das evidências materiais do mundo sensível. Considera-se como aporte teórico desta tese que os processos curatoriais podem ser entendidos à luz das conceituações foucaultianas acerca do “dispositivo”, percebido como uma rede de relações que podem ser estabelecidas entre elementos heterogêneos: discursos, instituições, arquitetura, regimentos, leis, medidas administrativas, enunciados científicos, proposições filosóficas, morais, filantrópicas, o dito e o não dito. Perspectiva que permite a reflexão acerca dos fluxos informacionais presentes no cotidiano desses museus de história natural. / The present study discusses the curatorial singularities in natural history museums. We consider the concept of curatorship has heterogenic meanings in different areas of knowledge and space of memory preservation. There is, although, a point of convergence in this diversity: a decision-making specialist, a researcher owner of expertise. The museolgical spaces of natural history was originated in the denominated “cabinets of curiosities” related to an encyclopedic tradition that delineate one of the main singularities of natural history museums: the search for a totality representation through its materiality. One of the specificities of the museological spaces of natural history lies on the essential paper to provide the comprehension of “discursive formations” that becomes of modern science interpretation about nature and artefacts from different social human groups through time. The curatorship in natural history museums determinates the development, management and science public communication. Our propose is consider the curatorial processes in view of concepts of Michel Foucault, specially the “dispositive”, that is structured for a heterogenic ensemble of discourses, institutions, architecture forms, laws administrative measure, scientific enunciations, moral and philanthropic proposition, what is sad and the unsaid. That perspective allows reflection about informational flow that integrates part of daily of these museums of natural history.

Orientador: Ediogenes Aragão Santos / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-06T10:34:18Z (GMT). No. of bitstreams: 1 Souza_VeraLuciadoLago_M.pdf: 4779388 bytes, checksum: 6822ee6ba91388ae192a9333a6e47457 (MD5) Previous issue date: 2006 / Resumo: Este trabalho está inserido no Histedbr. Refere-se à compreensão e desvelamento da metáfora ¿Athenas do Sul de Minas¿ criada para a cidade sul-mineira de Campanha, entendida aqui como representação através da interpretação da obra dos memorialistas do lugar à luz da História da Educação regional/nacional e dos referenciais teórico-metodológicos da História Cultural e suas categorias de práticas e representações, bem como das noções de estratégia, distinção e capital cultural de Bourdieu. Para tal, buscou-se, através da análise de fontes primárias coletadas nos arquivos públicos, verificar se Campanha havia sido privilegiada por políticas públicas de educação, em relação às demais cidades de Minas, que sustentassem a metáfora, o que não se confirmou. A análise das práticas culturais da elite campanhense, já sem os recursos do ouro, revelou que, na gênese da representação ¿Athenas do Sul de Minas¿ para Campanha, estavam as estratégias de manutenção do status-quo dessa camada social através da busca de nobilitação pelos títulos oriundos da formação nos cursos superiores do país que lhe possibilitassem a inserção na política e nos quadros burocráticos do Estado tanto imperial como republicano no período de 1870/1930 / Abstract: This work is inserted in the Histedbr. It refers to the understanding and unveiling of the metaphor " Athens of the South of Minas" created for the city in the south of Minas called Campanha, understood here as representation through the interpretation of the work of the ¿memorialistas¿ of the place to the light of the History of the National/ Regional Education and of the theoretical-methodological references of the Cultural History and their categories of practices and representations, as well as of the notions of strategy, distinction and cultural capital of Bourdieu. For such, it was searched through the analysis of primary sources collected in the public files to verify if Campanha had been privileged by public politics of education in relation to the other cities of Minas that sustained the metaphor, which was not confirmed. The analysis of the cultural practices of the ¿campanhense¿ elite, already without the resources of the gold, revealed that in the genesis of the representation Athens of the South of Minas for Campanha were the strategies of maintenance of the status-quo of this social layer through the ¿nobilitization¿ search for the titles originating from the graduation in the universities of the country that made possible insert in the politics and in the bureaucratic pictures of the State, so much imperial as republican in the period of 1870/1930 / Mestrado / Historia, Filosofia e Educação / Mestre em Educação

Orientador: Fernando Antonio Lourenço / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-14T02:20:29Z (GMT). No. of bitstreams: 1 Castro_ConradoPiresde_D.pdf: 1764205 bytes, checksum: 2ab6d5a7171001a2bb8fbc4cae294412 (MD5) Previous issue date: 2009 / Resumo: Esta pesquisa se propõe a situar a figura e a obra de Luiz Pereira do ponto de vista de sua inserção geracional, institucional e profissional, tentando analisar como suas idéias e trabalhos apresentam maior ou menor sintonia com o momento histórico por ele vivido. Neste sentido, se pretende aqui apresentar uma contribuição introdutória que possibilite aquilatar melhor a pluralidade de direções, possíveis confluências e ramificações acobertadas sob a capa da unidade metodológica existente no seio da assim chamada escola de sociologia paulista, ao se investigar a importância da presença de Luiz Pereira na vida universitária da USP durante os anos 60 e 70, bem como o papel e o lugar a ele reservado na sociologia nacional, em geral, e na sociologia da USP, em particular / Abstract: This essay aims at situating the figure and work of Luiz Pereira from a generational, institutional and professional perspective. It analyses how his ideas match, in a greater or lesser degree, to his historical context. Therefore, the present work is a tentative contribution to the understanding of the plurality of directions, convergences and ramifications that become hidden under the idea of a methodological unity within the so-called "Escola Paulista de Sociologia". It investigates the presence of Luiz Pereira in the academic life at the University of São Paulo in the 1960s and 1970s, as well as his place and the role he played in the field of sociology, both in Brazil and, more specifically, at USP / Doutorado / Teoria Sociologica e Pensamento Social / Doutor em Sociologia

Conflicts between local people and protected areas can undermine conservation goals. This study explores perceptions towards Vieques National Wildlife Refuge (VNWR), a complex former military site containing a combination of high ecological value along with an array of unexploded ordnances. The purpose of this research is to evaluate how residents perceive VNWR and elucidate conflicts associated with former and current uses of the wildlife refuge. Here, I interviewed 235 residents of Vieques Island, Puerto Rico using semi-structured surveys and 33 key informants representing various stakeholder groups to assess attitudes toward VNWR. A combination of factors influencing attitudes about VNWR included socio-economic status and misconceptions about management. Overall, residents did not express strong attitudes. However, older individuals and those living longer on Vieques generally had poorer attitudes than others. Among the most common reasons for expressing discontent were the restrictive regulations regarding access to VNWR and the limitations on resource extraction.

Samhällskunskapsämnet är brett och täcker flera olika områden. Denna uppsats försöker svara på frågor om hur elever som läser samhällskunskap på gymnasiet resonerar kring nyheter, samt kring nyheter och lärande. Studien har en teoretisk utgångspunkt i att det inte räcker med att ha förmåga och möjlighet. Man behöver även ha motivation, vilket kan appliceras på nyhetskonsumtionen i ett medielandskap med större möjligheter och utbud än tidigare. I studien har åtta elever från två gymnasieskolor med kursen samhällskunskap 2 i sin utbildning intervjuats efter en semistrukturerad intervjuform. Eleverna som intervjuades uppgav att de använder digitala verktyg som mobil och dator när de ska ta till sig nyheter. Där var även sociala medier en källa som var tydligt framträdande, dock ansåg flera att man behöver vara uppmärksam på källkritiken då det kan vara väldigt mycket information i sociala medier. Vidare ansåg eleverna att man kan lära sig mycket av nyheter om vad som händer i samhället och det fanns önskemål att detta även involveras i undervisningen i samhällskunskap. / The subject of social science is a wide subject that covers several academic disciplines. The research questions in this study concern how Social Science pupils in upper-secondary school view their own consumption of news and how they reason concerning news and learning. A theoretical perspective is approached from a view that you cannot only have opportunity and ability you also need motivation, which can be applied to news consumption in an ever-increasing media environment. In the present study, eight upper-secondary school pupils from two schools were interviewed based on a semi-structured interview. Respondents were selected based on a requirement that the course Social Science 2 is included in their education. The respondents said that they use digital tools such as smartphones and computers when they consume news. Social media was also a prominent source. However, several of them claimed that you need to be more observant with source criticism compared to traditional media when using social media. Moreover, the pupils’ opinions were that you can learn a lot of what happens in the world from news. And some wished for this area to be involved in the Social Science courses to a higher extent.

The Second Joint Research Conference of the Universities of Gloucestershire and Chemnitz took place at the Chemnitz University of Technology from 09th to 11th of September 2009. There were presenters from seven different nations in the lecture theatre. The very close partnership of the two institutions is characterised by a very active student exchange programme, joint teaching modules and some collaborative research which has been extended after the conference as well as several extracurricular guest lectures. In 2007 our friends from Gloucester invited us to our first joint conference and set the standard. The topics of the 2009 Conference were Public health and Sports with three main areas of interest: 1. Physiology and Biomechanics, 2. Philosophy and Social Science, 3. Prevention, Rehabilitation and Health Promotion. Many interesting and inspiring presentations were given by colleagues, PhD students and research students. One example of inspiration was the Clem Burke Drumming Project (S. Draper and M. Smith), which we were kindly invited to join. This is an example par excellence on how to conduct international research by simply using existing resources and talking to each other. It caused huge interest among colleagues across the whole university that Chemnitz did not only follow the example of our colleagues in Gloucester, but also widened the research interest into the application of different types of drumming as a means of therapy. This was the beginning of the DRUM BEAT Project (P. Wright of the Chair of Sports Medicine). Furthermore, both universities - Chemnitz and Gloucester - are trying to establish outreaching programmes with local communities which have practical implications of research in the context of public health and/or health promotion. One of the presentations for instance referred to a concept called the Healthy Town Project Tewkesbury, a similar project is planned for Chemnitz called Healthy Community. These two outreaching programmes and other research synergies could be part of an attempt of both universities to establish stronger international research links and in this context also submitting joint proposals to funding agencies, i.e. the EU. Since this conference a joint EU research proposal was submitted by colleagues in Gloucester. Also, talks were held on the topic of establishing a joint international degree. Understandably a project of this scale will take more than a couple of conferences and work on both sides is necessary and last but not least is also depending on the political and funding situation. However, first small step was taken after the conference by conducting a joint teaching module in the Ore Mountains /Saxony. Students from both institutions and colleagues conducted a research project comparing physiological and cognitive parameters of cross-country skiing and running. Social and intercultural processes were just as important during this winter camp. Some of the data is presented in this book. I trust that the colleagues of both universities do agree that this is an outstanding and very productive partnership with a lot of potential for future development and I am looking forward to many more joint schemes, projects and conferences to come - perhaps even an international degree. Prof. Dr. Henry Schulz

Globalization is a concept that manages to attract both academic and mainstream attention and it became an important reference point of many contemporary conversations. However, there is a surprisingly little genealogical research on globalization. This thesis seeks to contribute in this area by analyzing part of the overall academic debate about this concept from the year 1990 to 2012 and by reconstructing the debates and arguments through which the concept was shaped. It breaks the chosen time frame in two periods (1990-2000 and 2001-2012) and conducts a quantitative and qualitative analysis of the debate in four leading academic journals, each of them grounded in different discipline. The thesis finds that key reference points of the debates about globalization in both periods of the time were the terms market and state and the relationship between them. Globalization as a phenomenon that was said to alter the nature of this relationship posed a particular challenge to social science paradigms that operated with state-centered frameworks. The key dimension in which globalization was discussed the most was in both periods the economic one; however, we also saw a rise of social dimension in the second period indicating a shift in attention beyond the economics. Furthermore, this work finds that...

The purpose of the study is to investigate teachers’ perceptions regarding the task of raising pupils into democratic citizens. Therefore, I will investigate how teachers apply this task in teaching. Research shows that Swedish adolescents to a very small extent engage in democtatic processes, compared to other countries. At the same time, the amount of studies performed in Sweden is very limited regarding how teachers integrate the assignment of democracy in primary school, specifically in year 4-6. Thus, it sparked an interest in how teachers apply and include the civics subject. The study was conducted by a qualitative in terms of semi-structured interviews. Six teachers participated and everyone are currently teaching civics in grade 4-6. The theoretical approach has been based on John Dewey and pragmatism. The theory has been used in combination with previous research to analyze the statements of the respondents.   Firstly, the results show that teachers experience their role of educating democratic citizens as unique and important. They believe that there are great opportunities in affecting students' roles as democratic citizens. However, the teachers also describe certain difficulties while teaching about the democratic processes, since the subject is very complex. A large part in the complexity is that school accommodates many different individuals with various sociocultural backgrounds, perceptions and opinions about the world, which constantly needs to be addressed. Additionally, the teachers also experience that using assignments where students actively practice democratic participation should be given a larger share in school. The most effective way to practice this, according to the teachers, is by using communicative methods, e.g., conversations. Finally, the studies conclude that there is a need for developing the communicative parts in the education materials, especially concerning the democracy education. / Syftet med studien är att undersöka hur verksamma lärare ser på uppdraget att fostra demokratiska medborgare. Därför kommer jag att undersöka hur lärare applicerar detta uppdrag i undervisningen. Forskning visar att svenska ungdomar i mycket liten utsträckning engagerar sig i demokratiska frågor jämfört med andra länder. Samtidigt finns det en mycket begränsad forskning vad gäller hur lärare applicerar demokratiuppdraget i grundskolans årskurs 4-6. Det skapade ett intresse för hur lärare tillämpar och inkluderar demokratiuppdraget i ämnet samhällskunskap. Undersökningen genomfördes med en kvalitativ metod genom semistrukturerade intervjuer. Det deltog sex lärare, samtliga verksamma i ämnet samhällskunskap för grundskolans mellanår, årskurs 4-6. Den teoretiska ansatsen utgår från John Dewey och pragmatismen. Teorin har sedan tillsammans med tidigare forskning använts för att analysera och diskutera respondenternas utsagor.   Resultatet visar att lärare upplever sig ha en mycket viktig och unik roll i att fostra demokratiska medborgare. De anser att det finns stora möjligheter att påverka eleverna i deras medborgarskap. Lärare ser också vissa svårigheter i fostrandet då det stundtals är mycket komplext. En stor del i komplexiteten uppges vara att skolan rymmer många individer med olika sociokulturella bakgrunder, uppfattningar och åsikter om världen som alltid måste bemötas. Lärare uttrycker också att övningar där elever praktiskt tränar på det demokratiska deltagandet bör få en större plats i skolan. I resultatet framgår även att lärare ser kommunikativa metoder i form av samtal som den mest effektiva metoden. Resultatet visar på ett behov av att utveckla de kommunikativa delarna i läromedlen som riktar sig mot demokratiundervisningen.

The aim of conducting the following research is to observe how teachers in upper secondary school create conditions for developing disciplinary literacy in social science. Additionally, the aim is to examine how teachers reflect upon their practices regarding pupils’ development of disciplinary literacy. In order to carry out the aim of the research overview, two research questions were constructed. The theoretical foundation of the research consists of Vygotsky’s socio-cultural perspective, which includes the concepts mediation, appropriation, scaffolding and the Zone of Proximal Development. Furthermore, Bloom’s Taxonomy of Cognitive Learning Objectives was used in order to provide a cognitive perspective. Research on disciplinary literacy, mainly that of Shanahan and Shanahan, combined with social science research formed an additional framework for analysis. The data consists of both qualitative, semi-structured interviews with two social science teachers and collected teaching material. Consequently, a qualitative content analysis was conducted using the aforementioned theoretical framework. Results show that teachers consider perspective-taking an essential ability in social science and that the development of disciplinary literacy is a linear progression from simpler, factual concepts to complex, analytical concepts. Further, social science is characterized by its large content-specific vocabulary. In addition, teachers experience that pupils struggle with scientific reading and writing, which are skills that are viewed as essential. The chosen didactic methods of the teachers include authentic texts and examples, and content-specific vocabulary was viewed as a key component for developing disciplinary literacy. With the zone of proximal development in mind, the teachers consciously challenge the students with more complex material.Finally, the implications of the results are discussed in relation to previous research, the theoretical background and the Swedish curricula for upper secondary school. Lastly, suggestions for future research are discussed.